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377 Relationships courses in Dunscroft

RelationshipsDunscroft

M.D.D POEMS : (COUPLES)

4.9(27)

By Miss Date Doctor Dating Coach London, Couples Therapy

Personalised poems made for your loved ones Give us the topic (I love you, I want you back, Happy Birthday) or one thing about them The person’s likes The person’s name and we will make a bespoke poem for you £20 per poem https://relationshipsmdd.com/product/m-d-d-poems-couples/

M.D.D POEMS : (COUPLES)
Delivered in London or UK Wide or OnlineFlexible Dates
£20

Coaching and Mentoring

By Elite Forums UK

Course Objectives By the end of this course, participants will be able to: Differentiate between coaching and mentoring and understand their unique purposes. Apply effective communication and active listening skills in developmental conversations. Use coaching models to guide structured conversations. Build trust and psychological safety in coaching and mentoring relationships. Create actionable development plans and track progress. Understand ethical boundaries and confidentiality. Course Outline Day 1: Foundations of Coaching and Mentoring Session 1: Introduction and Context What is coaching? What is mentoring? Key differences and when to use each Benefits to individuals and organisations Session 2: Core Skills for Effective Coaching and Mentoring Active listening Powerful questioning Giving and receiving feedback Empathy and emotional intelligence Session 3: Building Trust and Creating Psychological Safety Establishing rapport Confidentiality and ethical guidelines Setting boundaries and expectations Session 4: Coaching Models and Frameworks GROW Model (Goal, Reality, Options, Will) OSKAR and CLEAR frameworks Practical application and role play Day 2: Practising and Embedding Coaching and Mentoring Session 5: The Coaching and Mentoring Conversation Structuring conversations Using real-life workplace examples Practice with feedback Session 6: Setting Goals and Development Plans SMART and CLEAR goal setting Creating growth-focused action plans Monitoring progress and accountability Session 7: Mentoring for Career and Leadership Development Mentor roles and responsibilities Supporting long-term growth and resilience Reverse mentoring and cross-generational partnerships Session 8: Embedding a Coaching and Mentoring Culture How to support coaching within your team or organisation Integrating into performance conversations Sustaining development through peer coaching and communities of practice Assessment and Evaluation Participation in discussions and practical activities Feedback on peer coaching/mentoring exercises Optional personal development plan submission Course Materials Provided Participant workbook Coaching and mentoring toolkit (templates, models, guides) Suggested reading and resource list

Coaching and Mentoring
Delivered in Internationally or OnlineFlexible Dates
Price on Enquiry

Coaching and Mentoring

By Elite Forums Events

Course Objectives By the end of this course, participants will be able to: Differentiate between coaching and mentoring and understand their unique purposes. Apply effective communication and active listening skills in developmental conversations. Use coaching models to guide structured conversations. Build trust and psychological safety in coaching and mentoring relationships. Create actionable development plans and track progress. Understand ethical boundaries and confidentiality. Course Outline Day 1: Foundations of Coaching and Mentoring Session 1: Introduction and Context What is coaching? What is mentoring? Key differences and when to use each Benefits to individuals and organisations Session 2: Core Skills for Effective Coaching and Mentoring Active listening Powerful questioning Giving and receiving feedback Empathy and emotional intelligence Session 3: Building Trust and Creating Psychological Safety Establishing rapport Confidentiality and ethical guidelines Setting boundaries and expectations Session 4: Coaching Models and Frameworks GROW Model (Goal, Reality, Options, Will) OSKAR and CLEAR frameworks Practical application and role play Day 2: Practising and Embedding Coaching and Mentoring Session 5: The Coaching and Mentoring Conversation Structuring conversations Using real-life workplace examples Practice with feedback Session 6: Setting Goals and Development Plans SMART and CLEAR goal setting Creating growth-focused action plans Monitoring progress and accountability Session 7: Mentoring for Career and Leadership Development Mentor roles and responsibilities Supporting long-term growth and resilience Reverse mentoring and cross-generational partnerships Session 8: Embedding a Coaching and Mentoring Culture How to support coaching within your team or organisation Integrating into performance conversations Sustaining development through peer coaching and communities of practice Assessment and Evaluation Participation in discussions and practical activities Feedback on peer coaching/mentoring exercises Optional personal development plan submission Course Materials Provided Participant workbook Coaching and mentoring toolkit (templates, models, guides) Suggested reading and resource list

Coaching and Mentoring
Delivered in Internationally or OnlineFlexible Dates
Price on Enquiry

Unravelling Minds: Demystifying dementia support Groups for up to 20 learners per workshop.

By Mindmaps Wellbeing

Empty Spaces, Expressionless Faces. Supporting colleagues in a hybrid workplace Dementia touches more than memory — it weaves into the lives, relationships, and wellbeing of everyone involved. This engaging 2 hour workshop dives into the types and prevalence of dementia, the daily realities for those affected, and how we can step up—individually, locally, and nationally. We’ll explore support, tackle tricky ethical questions, and break down stigma Workshop outline: Understand the types and symptoms of dementia Explore sources of support Reflect on ethical considerations Learn how to support others effectively Apply awareness in your workplace and communities Expect fresh insights, straight-talking discussions, and practical supports you can take back to your workplace. Plus, further signposting to keep your learning journey going. 2-hour workshop packages At Mindmaps Wellbeing, we know that every business is unique, and no team is the same. That’s why we’ve developed our range of short, specialist wellbeing and mental health themed workshops—a fully flexible approach to workplace training. With our selection of engaging and impactful 2-hour workshops, you can build a programme that truly meets your organisation’s needs. Whether you’re looking to manage stress, challenge stigma, or avoid burnout, you choose the sessions that suit your team best. Our training courses and workshop collection Book multiple workshops on the same day to save Why Mindmaps Wellbeing? Mindmaps Wellbeing is the trusted training provider for businesses looking to enhance workplace mental health and employee wellbeing. Our training is designed and delivered by registered Mental Health Nurses, ensuring credibility, expertise, and real-world application. Focus on culture change – Our training goes beyond theory transfer, aiming to embed lasting behavioural shifts that foster a positive, mentally healthy workplace Flexible delivery options – We offer in-person, online, and hybrid training solutions to fit your organisation’s needs Proven impact and measurable results – Our training leads to improved employee engagement, productivity, and retention Engaging and actionable – All our courses include interactive activities, case studies, and real-world applications for immediate impact Contact us for more information.

Unravelling Minds: Demystifying dementia support Groups for up to 20 learners per workshop.
Delivered in Devon or UK Wide or OnlineFlexible Dates
Price on Enquiry

Safeguarding Children (Awareness to L3)

By Prima Cura Training

To increase your awareness and understanding of what safeguarding children means, in order to increase your confidence to enable you to make a positive contribution towards the process.

Safeguarding Children (Awareness to L3)
Delivered in person or OnlineFlexible Dates
Price on Enquiry

WORKPLACE COUNSELLING SERVICES

4.9(27)

By Miss Date Doctor Dating Coach London, Couples Therapy

Miss Date Doctor workplace counselling services will provide services for your employees and support them with their relationship and life problems. We have a team of highly experienced and qualified professionals. The team is CPD, ICF, UKCP and BACP accredited. The M.D.D team consists of life coaches, counsellors and therapists. We offer three different packages for employers dependant on the size of your workforce. We are the most modern coaching and counselling platform in the UK. The workplace counselling services we offer have been tailored specifically to modern times and are very objective-driven and problem-solving based. We aim to give your employees the support they need whenever they need it. Call 03333443853 or email:enquiries@relationshipsmdd.com to get the solutions you need for your employees today. https://relationshipsmdd.com/workplace-counselling-services/

WORKPLACE COUNSELLING SERVICES
Delivered in London or UK Wide or OnlineFlexible Dates
Price on Enquiry

M.D.D CHATGPT DATING ADVICE

4.9(27)

By Miss Date Doctor Dating Coach London, Couples Therapy

 MODERNIZED SERVICES Introduction: In the rapidly evolving realm of dating, finding reliable advice can be a daunting task. However, Miss Date Doctor is revolutionizing the industry by harnessing the power of artificial intelligence (AI) to provide contemporary, personalized dating services. Through the utilization of ChatGPT, Miss Date Doctor combines human expertise with cutting-edge AI technology, offering unrivaled support for individuals seeking dating advice. This article explores how ChatGPT’s AI-driven approach, integrated with Miss Date Doctor’s services, empowers customers with modernized strategies and a customized experience. https://relationshipsmdd.com/chatgpt-dating-advice/

M.D.D CHATGPT DATING ADVICE
Delivered in London or UK Wide or OnlineFlexible Dates
Price on Enquiry
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Educators matching "Relationships"

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Campsmount Academy

campsmount academy

Doncaster

Campsmount is an Academy within Leger Education Trust. We are committed to providing a high quality education for students, regardless of ability, and we offer a wide range of learning experiences that will inspire, engage and motivate all learners, leading to success and achievement. Our aim is to work with parents and others in the community to provide the best for all our students in their future. We are situated in the village of Norton, approximately 10 miles North of Doncaster on the border of West and North Yorkshire and with easy access to both the A1 and the M62. Our catchment area includes Norton and the ex-mining communities of Askern and Campsall, with students also travelling from more rural communities in North, West and South Yorkshire. Our ‘highly recommended’ Academy benefits from a very attractive site which includes excellent sports facilities, including floodlit all weather, multi-use courts, which the community can also enjoy. In 2012 we moved into our superb new building that provides outstanding facilities for staff and students. Designed with flexible learning in mind we have breakout and break-through teaching spaces and flexible classrooms. Our main school building also includes a large atrium and a dance hall with state-of-the-art springboard flooring.

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Southway At The Rodillian Academy

southway at the rodillian academy

Pontefract

At Southway the relationships between all colleagues and between staff and students, is extremely special. It is the strength of these relationships that make Southway the amazing provision that it is. There is a very strong feeling of trust throughout all stakeholders; everyone works together with a determination to raise aspirations and create positive futures. I feel very privileged to be the Principal of Southway and each day that I walk around our school, I feel extremely proud of the way staff and students work together.

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CelticSMR

celticsmr

4.6(10)

CelticSMR Ltd is an established imaging company with 30 years of experience in the veterinary and healthcare markets; distributing leading x-ray, ultrasound, therapeutic laser equipment throughout the UK and Ireland. We pride ourselves on developing strong and long-lasting relationships with our customers and are committed to providing excellent customer service, training and support. We understand the time and dedication required to master medical diagnostic imaging and aim to facilitate this with a range of training, from free webinars to complete courses, utilising our in house technical experts alongside medical imaging specialists. With our small and friendly team of application specialists, engineers and account managers, we are able to offer a very personal service, empowering customers to maximise the use of their imaging equipment and provide the best possible care to their patients.

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Harmer Associates

harmer associates

0.0(2)

Doncaster

Harmer is a Chicago-based provider of diversified professional recruiting services in the fields of Accounting, Finance, and Technology. Backed by devoted, experienced Partners and an exceptional reputation, Harmer prides itself on connecting people who are empowered by growing meaningful professional relationships for direct-hire, retained search, contract, contract-to-hire, and project based assignments. Clients recognize Harmer for its exceptional recruiting team, quality candidates, and seamless process.

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Positive Psychology Network

positive psychology network

Doncaster,

The Positive Psychology Guild is a Not for Profit Organisation and a government registered learning provider with a UK Provider Reference Number: 10067939. We are also a CPD Group Certified Provider dedicated to raising the standards of training and continuing professional development.

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Enpower Consulting Ltd.

enpower consulting ltd.

London

EnPower Group is a high performance consulting firm that uses proven processes and methods to help our clients achieve and maintain sustainable results. Unlike multinational consulting firms, EnPower Group is committed to developing personal, long-lasting relationships. We consistently earn our invitation to come back by our clients by showing how we add and how they realize value. Our approach is flexible, innovative and creative; leading to unprecedented value for organizations striving to improve operational and bottom line performance.

Evolving People

evolving people

Doncaster,

Founded in 2011, Evolving People Ltd provides EdTech, FinTech & MedTech SaaS platforms, plus, mentoring, training services & published content.In short we help you share your knowledge, with your people, using your brand. About our Core Platform. We believe that people learn best in relationships, and that web based technology can play a constructive part in the way people outwork learning in their lives and communities. We believe that people and organisations can grow when they are connected together. We provide powerful Learning Management Solutions (LMS), designed specifically to manage internet-based training. Educators and Trainers can quickly assemble and distribute web-based instructional content and conduct interactive training and mentoring on-line. Evolving People solutions have a range of key advantages, in that they: Provide the basic building blocks for any e-learning development journey Are fully adaptable and scalable Can be implemented quickly and easily Are fully branded to your organisation Add capital value to your organisation Are extremely cost effective Are based on open standards (LAMP) Are securely hosted, managed and supported The Evolving People Core Platform is based on understanding people and how they behave in groups. As part of the learning relationship, people develop knowledge, skills and concepts that shape their attitudes. Learning is contextual; it builds upon, and is shaped by what we already know and who we relate to.

Act Fast Nl

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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